국민학교 개념학습에 관한 연구

정확실 한국초등교육학회 1987 초등교육연구 Vol.1 No.1

國民學校 어린이들의 槪念學習에 관한 硏究

鄭確實 이화여자대학교 한국문화연구원 1984 韓國文化硏究院 論叢 Vol.44 No.-

The purpose of this study is to develop a relevant concept learning model that could be applied to word study in Korean elementary school language arts classes. "Concept" seems to be a word not clearly defined either by educational specialists or classroom teachers, even though it is constantly used in everyday language or as a scholarly term. The purpose, the conditions and the various models of concept learning were reviewed, ad De Cecco Model was chosen, modified and applied to the word study of the 2nd, 3rd, 5th grades language arts classes in the attached elementary school to Ewha Women's University. A concept is defined by its criterial attributes, and each concept has different attribute values and attribute numbers. Three types of concepts can be dealt with on the elementary school level: conjunctive, disjunctive and relational concepts. More studies are needed to identify the suitable grade levels for teaching each type concept. Objectives of elementary school concept learning are (1) unlearning of wrong concepts which children learned before entering school, (2) guiding against meaningless abstract learning, (3) relating words to reality, (4) building firm foundation for learning hierarchical conceptual structures of each discipline area, and (5) training ability to define concepts accurately. Teachers must always be ready to relate words to real life situations by giving many accurate exemplars and non-examples from children's world. Modified De Cecco Model used by this study is as following: step 1. Describe the performance expected of the student after he has learned the concept step 2. Children respond to the open-ended question concerning the concept, and compare, classify and choose the important attributes step 3. Provide the student with useful verbal mediators step 4. Provide positive and negative examples of the concept step 5. Require the student to define the concept step 6. Verify the student's learning of the concept The application of the Model to children of the attached elementary school showed meaningful deferences in achievements between the experimental and the control groups in test scores on language understanding, reasoning ability and defining ability in the three months period during which time children had 7 to 8 class experiences of learning my the Model. Some of the characteristic behaviors shown by children in the experimental classes are as follows: (1) Children actively expressed opinions without fear of failure and criticism because the open-ended questions in the concept learning process did not requirer the one right answer; (2) Children's participation in the learning activities was improved because of increased learning interest and permissive learning atmosphere, and through the provision of varied opportunities for verbal and non-verbal activities such as whole group and small group discussions and individual works for classifying pictures, making long lists of guesses and associations and individual works for classifying pictures, making long lists of guesses and associations, and identifying the criterial attributes from those lists; (3) The students showed fast growth in the ability to derive definitions using all the criterial attributes that they helped to identify. Children learned to use many kinds of dictionaries for reference instead of one or two to copy from, as well as many other resource materials to compare with their own definitions, and in many cases they found that those they had derived through concept learning activities were more adequate and meaningful than those they fond in the materials: (4) Accuracy in finding the criterial attributes gradually increased and the time needed for the process was gradually shortened through the repeated comparing, classifying and choosing experiences. (6) The Model enabled thorough learning reducing the necessity for relearning of the same concepts, thus leaving more time for learning new concepts: (7) Through the whole group and small group activities, democratic behaviors were trained and children showed improved abilities for discussion, giving sincere consideration to others' opinions. Problems in applying the Model to Korean elementary school classes are: (1) It is a time consuming task when all the regular class hours are needed to cover the curriculum load allocated by the M.O.E.; (2)There are almost no reference of resource materials for teachers. These two problems, however, seemed to become less critical as children were gradually accustomed to the new type of learning. The time needed to finish the 6 steps of the Model was gradually shortened and at the 5th or the 6th period children were able to identify criterial attributes directly without making long lists of associations. So, if teachers start using the Model from the lower grades, by the time children reach 4th of 5th grade it will become a part of their thinking style so that almost no extra time will be required to reach definitions. The 2nd problem may be solved if the teachers accumulate the resource materials made by themselves year after year. With all the positive results achieved by the application of the concept learning model, it is recommended that the model can be applied not only to the word study in language arts classes but should be studied further so that it can be applied to other curriculum areas also. Concept learning can contribute to learning for learning through the development of systematic and critical thinking in our children.

기독교대학의 종교활동이 신앙과 종교지향성 변화에 미치는 영향 : 기독교대학의 정체성 확립을 목적으로

정확실 이화여자대학교 한국문화연구원 1989 韓國文化硏究院 論叢 Vol.55 No.-

This study is consisted of two parts. In the first part, the origin of Christian Universities is identified, and their changes through historical times are examined in order to reidentify their purposes and functions. The core of the Christian faith to be taught in Christian universities and to be transmitted by them to their surrounding world is reaffirmed, which has to be the core of Christian Universities in order to restore their original function that has been lost in the process of their modernizing and secularizing changes. In the second part of the study, a survey was carried out to find out the personal religious orientations and the Christian ideologies of Christian University graduates. According to the researcher 's former study(1985), the four years of Christian University education had little effect on changing the personal religious orientations of students. In this study, however, it was found that quite a number of Christian University graduates who had had almost no interest in Christianity during their University years became interested in seeking Christian faith after graduation. The different ratios indicate that the more Christian programs such as chapels, revival meetings, courses in Christianity or the Bible, etc. were given during their four years in a Christian University, the more graduates from such periods became Christians after graduation. Christian Universities have progressed toward seculatization, since they have lost the ecclesiastical character. Christian Universities are higher educational institutions which are rooted in Christian Spirit and which have the function of witnessing Christ to the secular university world. Christian Universities should respond to the calling of making non-Christian students Christians as well as building up Christian students into excellent and well-rounded Christian leaders for their society. Also they should search for the Biblical categories as the Christian basis of Academic activities in order to integrate learning in Christian perspectives.

韓國 大學生의 家族觀形成에 關한 一硏究

車再順,鄭確實,金賢敬 이화여자대학교 사범대학 교육과학연구소 1978 인간발달연구 Vol.6 No.-

한국 대학생의 가족관 형성에 관한 일연구

차재순,정확실 이화여자대학교 교육과학연구소 1985 교육과학연구 Vol.13 No.-

韓國 靑少年의 性論理觀 確立에 關한 一硏究

車再順,鄭確實,金賢敬,鄭英淑 이화여자대학교 사범대학 교육과학연구소 1979 인간발달연구 Vol.7 No.-

한국 청소년의 성 윤리관 확립에 관한 일 연구

차재순,정확실 이화여자대학교 교육과학연구소 1985 교육과학연구 Vol.13 No.-

중국 조선족과 한국의 초등교과서 비교분석연구 : 조선어 , 사회 , 수학 , 자연 , 교과를 중심으로

이성은,조연순,정확실 한국초등교육학회 1992 초등교육연구 Vol.6 No.1

This study compares the educational backgrounds and the elementary school textbooks between the South Korea and the Korean folks (Chosun-Chok) in China who have an autonomous ethnic education. This is an attempt to understand them and to find ways to seek the educational support they need. The results from the study were summarized as follows. Educational backgrounds were divided into the comparison of educational system and the comparison of curriculum. In the educational system, the school systems were compared. Whereas the 6-4-3-4 system is carried out in Chosun-Chok education, in South Korea the 6-3-3-4 system is enforced. The compulsory education of 9 years is required for both Chosun-Chok and South Korea. For the examination of curriculum, educational objectives, textbook compilations and class time allotment were compared. The educational objectives of Chosun-Chok were based on the fundamental objectives of Chinese education that pursue socialist ideology. Although Chosun-Chok and South Korea share similar objectives with regard to the acquirement of academic knowledge and Korean language, Chosun-Chok's objectives differed ideologically from the educational objectives of South Korea which promoted democracy under the ideology of HongIkInGan(Devotion to the welfare of mankind). The elementary school curriculum of both Chosun-Chok and South Korea were divided into subject matters and extracurricular work. Some unusual aspects were found in the textbook compilation of Chosun-Chok. Subject matters such as Ideology and Character(사상품덕), Labor, and Korean language were tanght in schools. Ideology and Character was the equivalent of moral education in South Korea and it included character training as well as idelological training. Labor emphasizes laborious work and Korean language forms 30% of the total class time. In addition, the Chosun-Chok social studies was divided into history and geography. For the analysis of textbooks, the unit make-up and contents were compared. The comparison of unit make-up showed that South Korean textbooks consisted of units and smaller subunits with a consistent system which pursues the continuity and sequence of content by units and by grades. On the other hand, the Chosun-Chok textbooks consisted of a simple array of small units without a consistent system to provide the sequence or degree of difficuluty of the content by unit or by grade. Moreover, the unit was evolved by direct development of the main text without any introduction. In mathematics, there was a strong emphasis on repetition and exercises of the repetitive review and exercises of the learned content. The comparison of contents was divided into content make-up, sequence, and examples used in the textbooks. When the content make-up was compared, it appeared that all academic domains of disciplines were evenly reflected in South Korean textbooks. However, in the Chosun-Chok textbook certain areas of knowledge tended to be emphasized. The comparison for each subject matter was as follows. Korean language: While Chosun-Chok textbooks put the most emphasis on writing(30%), in South Korean textbooks; listening(26%), reading(21%) and writing(26%) were treated with the same relative importance. Social Studies: Chosun-Chok textbooks were concerned only with history and geography, but South Korean social studies reflected and integrated the contents from the domains of political science, economics, sociology, geography, history and cultural anthropology. Mathematics: A special emphasis was put on the domain of operation(60%) in Chosun-Chok textbooks and in South Korean textbooks five domains of numerals, operations, geometry, measurements and relations were presented in relation with each other. Science: In the Chosun-Chok textbook, biology(40%) was stressed. However, in South Korean textbooks contents from the domains of biology, physics, chemistry and earth science were evenly reflected. The comparison of the sequence of contents shows that in South Korean textbooks the same key concepts were gradually presented from the 1st grade on. In other words, the principle of spiral curriculum was reflected in South Korean textbooks and therefore, the degree of difficulty by grades was taken into consideration. However, in Chosun-Chok textbooks, the degree of difficulty between grades was not considered. Difficult concepts were directly presented without linking them to previous learning or introducing sentences. The results were summarized for each subject matter in the following. Korean language: In the domain of reading of the Chosun-Chok Korean language arts textbook, biographies and editorials were first introduced in the firs tgrade. These types of writing were not studied from the grade 2 throught the grade 5, then reintroduced in the 6th grade. Meanwhile, in South Korea, biographies were introduced in the 2nd grade and editorials were presented from the 3rd grade. In the 4th, 5th and 6th grades, more units of biographies and editorials were studied than in the 1st, 2nd and 3rd grades. Social Studies: Social studies was not taught in primary grades in the Chosun-Chok elementary school. Geography was presented in the 5th grade and history was taught in the 6th grade. In South Korea, social studies was studied from the 3rd grade. Geography was studied from the 3rd grade and history was studied mostly in the 6th grade. However, basic history such as customs and traditions were introduced in lower grades in the integrated subject called Righteous Living. Mathematics: In the domain of numerals of mathematics of Chosun-Chok textbook, the concepts of decimals were introduced in the 3rd grade and the concepts of fractions were introduced in the 4th grade. Then in the 5th grade, the relationship between decimal and fraction was taught. In South Korean textbooks, the concepts of fractions were presented in the first grade, and scope and order of fractions and decimals were understood from studying the relationship between decimals and fractions. Science: In the Chosun-Chok case, science was taught from the 4th grade. Chemistry was taught in the 4th and 5th grades and physics was learned in the 5th and 6th grades. Biology and earth science were presented in 4th and 5th and 6th grades. In South Korea, every domain of science was considered evenly from Wise Living of the 1st grade through the 6th grade. For example, the topic of `magnet' was dealt with at one time in the 6the grade in Chosun-Chok. But in South Korean textbooks, the topic was presented with increasing difficulty as 'playing with a 'magnet' in the 1st grade, 'magnet' in the 2nd grade and 'electric current and magnetic flux' in the 6th grade. A number of differences were also found between the two textbooks in the ways of writing and in the examples used. The characteristics of each subject matters were as follows. Korean language: There were a number of words found in Chosun-Chok textbooks that were differently used in South Korean textbooks. In regrad to grammar, in Chosun-Chok textbook differences were also found. The rule of 'syllable head constraint' was not used. The rule of 'insertion of the 'ㅅ' character' was not used. The insertion of the semivowel (y) was found in cases where vowel comes after vowel. Tensing of sound when a consonant meets another consonant is not reflected and difference in number of basic characters were found. Chosun-Chok used 40 characters whereas South Koreans counted them to be 24. Social Studies: While South Korean textbooks put more emphasis on the efforts for the modernization of the country and preservation of national rights, Chosun-Chok history textbooks dealt mostly with people's uprisings and the socialist revolution. Mathematics: South Korean mathematics textbooks dealt with examples that would elicit affective behavior of children. Meanwhile the Chosun-Chok textbook presented examples related to everyday life and ideology. Science: Inquiry learning based on structures of disciplines (i.e., key concepts and principles) was emphasized in the South Korean textbook. But in the Chosun-Chok science textbook, many declarative sentences and commanding sentences that instruct students to carry out designated activities in real-life were found. Moreover, as in the Mathematics textbook, the Chosun-Chok textbook dealt mostly with topics focused on labor.

韓國 靑少年의 性倫理觀 確立에 關한 一硏究

車再順(차재순),鄭確實,金賢敬,鄭英淑 이화여자대학교 교육과학연구소 1979 교육과학연구 Vol.7 No.-